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Children’s transitive reasoning: effects of visual-spatial and linguistic task conditionsDrummond, Jane Elizabeth 11 1900 (has links)
This research was designed to explore the nature of reasoning. In
general, three categories of theories about reasoning (the inferential rule
approach, the mental models approach, and the operational constructive
approach) are used to explain reasoning. In this research, a simple transitivity
of length task was selected as the experimental vehicle to explore these
approaches for their veracity. Each approach was assessed for spatial and
linguistic conditions which might influence reasoning about transitive length
relations. The length difference under consideration in the reasoning task, the
order in which the premise statements about the length differences were
presented and the linguistic relational term used to describe the length
difference were selected as the experimental variables. Three measures of
reasoning about transitive length relations were assessed: judgements,
judgements-plus-justifications, and necessity understanding.
A between-within factorial, cross-sectional design was employed. The
order of the premise statements (optimal/control) was manipulated as the
experimental between-subjects factor. The two experimental within-subjects
factors, length difference (large/small) and linguistic relational term
(“longer”/”shorter”), were fully crossed and counterbalanced. Ninety-six
preschool and school-age children, evenly divided by gender and age (5-6
years, 7-8 years, 9-10 years), participated in the study.
The developmental character of transitive reasoning in the age range
studied was confirmed for two of the three measures of reasoning. More
failures of judgement were observed when a large length difference was
matched with the linguistic relational term “longer” and when a small length
difference was matched with the linguistic relational term “shorter” than when
the length differences and relational terms were mismatched. The arrangement
of the premise figure did indirectly influence any measure of transitive
reasoning but a large length difference in combination with the control premise
figure was found to increase the frequency of transitive judgements-plus
justifications.
It is concluded from the analysis of the findings of this research that
transitive reasoning about length is likely to result from constructive processes,
rather then from application of logical rules. However, it is unclear whether the
constructive processes in question are best explained in terms of cognitive
operations or in terms of figurative mental models.
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Children’s transitive reasoning: effects of visual-spatial and linguistic task conditionsDrummond, Jane Elizabeth 11 1900 (has links)
This research was designed to explore the nature of reasoning. In
general, three categories of theories about reasoning (the inferential rule
approach, the mental models approach, and the operational constructive
approach) are used to explain reasoning. In this research, a simple transitivity
of length task was selected as the experimental vehicle to explore these
approaches for their veracity. Each approach was assessed for spatial and
linguistic conditions which might influence reasoning about transitive length
relations. The length difference under consideration in the reasoning task, the
order in which the premise statements about the length differences were
presented and the linguistic relational term used to describe the length
difference were selected as the experimental variables. Three measures of
reasoning about transitive length relations were assessed: judgements,
judgements-plus-justifications, and necessity understanding.
A between-within factorial, cross-sectional design was employed. The
order of the premise statements (optimal/control) was manipulated as the
experimental between-subjects factor. The two experimental within-subjects
factors, length difference (large/small) and linguistic relational term
(“longer”/”shorter”), were fully crossed and counterbalanced. Ninety-six
preschool and school-age children, evenly divided by gender and age (5-6
years, 7-8 years, 9-10 years), participated in the study.
The developmental character of transitive reasoning in the age range
studied was confirmed for two of the three measures of reasoning. More
failures of judgement were observed when a large length difference was
matched with the linguistic relational term “longer” and when a small length
difference was matched with the linguistic relational term “shorter” than when
the length differences and relational terms were mismatched. The arrangement
of the premise figure did indirectly influence any measure of transitive
reasoning but a large length difference in combination with the control premise
figure was found to increase the frequency of transitive judgements-plus
justifications.
It is concluded from the analysis of the findings of this research that
transitive reasoning about length is likely to result from constructive processes,
rather then from application of logical rules. However, it is unclear whether the
constructive processes in question are best explained in terms of cognitive
operations or in terms of figurative mental models. / Arts, Faculty of / Psychology, Department of / Graduate
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Attentional basis of deontic reasoning about permission rules in 3-5 year-old childrenUnknown Date (has links)
Deontic reasoning is a domain of reasoning concerning permissions, obligations,
and prohibitions often utilizing conditional logic (Wason, 1968). Correct identification of
rule violations is bolstered by the addition of a social valence to the rule for both adults
(Tooby & Cosmides, 1992) and children (Harris & Nunez, 1996). This “deontic
advantage” for violation-detection is taken as evidence for evolved social-cognitive
mechanisms for reasoning about cheaters in the context of social contracts (Fiddick,
2004), and the early development of this advantage supports an evolutionary account of
such abilities (Cummins, 2013). The current research hypothesized that differential
attention to rule elements underlies the early emergence of the deontic advantage.
Accuracy to a change-detection paradigm was used to assess implicit attention to
various rule elements after children were told 4 different rules (2 social contracts, 2
epistemic statements). Thirteen 3-year-olds, twenty 4-year-olds, and sixteen 5-year-olds completed the experiment. Each participant completed 64 change-detection trials embedded within a scene depicting adherence to or violation of the rule. Results indicate that 4 and 5 year-olds consistently attend to the most relevant rule information for making decisions regarding violation (F(6, 124)=3.86, p<.01, ηp 2 = .144) and that they use observed compliance/non-compliance with the rule to further direct attention (F(6, 138)=3.27, p<.01, ηp 2 = .125). Furthermore, accuracy of change-detection to scenes of rule violation increases from ages 4 to 5, but not 3 to 4. However, a novel finding emerged suggesting that children use the absence of benefit to direct attention, suggesting possible “being-cheated” detection, rather than cheater-detection (F(9, 345) = 21.855, p<.001, ηp 2 = .322). This work is the first to investigate a deontic effect on attentional processes and opens a new avenue of inquiry to understanding the internal and external variables contributing to the development of deontic reasoning. Follow up studies are currently underway to clarify how children use these environmental cues and in/out group membership to direct attention to rule violations. / Includes bibliography. / Thesis (M.A.)--Florida Atlantic University, 2014. / FAU Electronic Theses and Dissertations Collection
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Keeping an eye on cheaters: cognitive and social determinates of successful deontic reasoning in preschool childrenUnknown Date (has links)
Deontic reasoning is a domain of reasoning concerning permissions, obligations, and prohibitions founded on conditional logic (Wason,1968). The inclusion of a social valence to deontic rules leads to increased rule violation identification in both adults (Cosmides & Tooby, 1992) and children (Harris & Nunez, 1996), suggesting an evolutionary advantage for a specific class of reasoning known as “cheater-detection” (Fiddick, 2004). The current investigation is the first attempt to understand the cognitive and social variables that account for children’s logical reasoning advantage in social violation situations. / Includes bibliography. / Dissertation (Ph.D.)--Florida Atlantic University, 2015 / FAU Electronic Theses and Dissertations Collection
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